10 Guiding Principles for MSD

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Match the scenarios to the guiding principles

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Physical education

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Edad recomendada: 21 años

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Felicia YAN (NIEC-AL)

Singapur

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Relacionar Columnas 10 Guiding Principles for MSDVersión en línea Match the scenarios to the guiding principles por Felicia YAN (NIEC-AL) 1 BUILD UP MOVEMENT SKILLS PROGRESSIVELY 2 CHILDREN LEARN BEST DOING, AND THROUGH PLAY AND STORIES, NOT BY LISTENING AND WATCHING 3 FOCUS ON TEACHING THE CHILD, NOT ON TEACHING ACTIVITIES 4 USE SHORT, SIMPLE AND CLEAR VERBAL AND VISUAL CUES 5 HELP CHILDREN DEVELOP THE SPIRIT TO TRY WITHOUT FEAR OF FAILURE 6 PROVIDE GENUINE, APPROPRIATE, SPECIFIC AND POSITIVE FEEDBACK WITH A SMILE 7 AVOID OVER- OR UNDER-ASSISTANCE 8 ENSURE THAT CHILDREN PLAY IN A SAFE AND CONDUCIVE ENVIRONMENT 9 ALLOW CHILDREN TO HAVE CHOICES IN AN ACTIVITY 10 PLAN FOR MAXIMUM PARTICIPATION WITH MINIMUM WAITING AND WATCHING Teacher carries out a long session of simply marching around the room (when instead a story could have been used, e.g. walking through the jungle)/ 2nd scenario where teacher carries out a marching activity using the song walking through the jungle Two sets of activities. In one, the teacher is a helicopter teacher, constantly assisting the children even when the child is able to carry out the skill. In another, the teacher sits back and continues asking a child to try harder at an activity that the child is struggling with Children who haven’t even learnt how to kick the ball properly are expected to dribble in between cones. Children are playing soccer in a setting with several safety glitches and teacher only realises each one after a child has been injured/ affected Children are playing a makeshift basket-ball game. All children are of a similar height except for one child. The child says that the basket is too high but the teacher refuses to lower it. For exaggerated purposes: Teacher uses terms that children are unfamiliar with: let’s do… “a cross cycling crunch! A burpee! A lunge!” Class of children are queueing up to kick a ball into a goalpost. Each child keeps trying until he achieves a goal and rest of the children are left to wait in the meantime, thus becoming idle and disruptive to the lesson A race is carried out amongst the classmates. The children who take a longer time do not receive encouragement from the teacher. Instead, the teacher reprimands children who took a long time and are asked to learn from their friends who are good at running. Teacher and a few students to demonstrate a classroom situation where teacher is teaching an activity to a class of children which is developmentally inappropriate. Teacher continues attempting to teach the activity despite students clearly showing lack of competence Child achieves a skill, teacher responds with “well done”. Child who struggles to achieve something is met with, “Wrong! Try again!” in both cases, the teacher does not specify what was well done or what was incorrect.

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10 Guiding Principles for MSDVersión en línea

Match the scenarios to the guiding principles

BUILD UP MOVEMENT SKILLS PROGRESSIVELY

CHILDREN LEARN BEST DOING, AND THROUGH PLAY AND STORIES, NOT BY LISTENING AND WATCHING

FOCUS ON TEACHING THE CHILD, NOT ON TEACHING ACTIVITIES

USE SHORT, SIMPLE AND CLEAR VERBAL AND VISUAL CUES

HELP CHILDREN DEVELOP THE SPIRIT TO TRY WITHOUT FEAR OF FAILURE

PROVIDE GENUINE, APPROPRIATE, SPECIFIC AND POSITIVE FEEDBACK WITH A SMILE

AVOID OVER- OR UNDER-ASSISTANCE

ENSURE THAT CHILDREN PLAY IN A SAFE AND CONDUCIVE ENVIRONMENT

ALLOW CHILDREN TO HAVE CHOICES IN AN ACTIVITY

PLAN FOR MAXIMUM PARTICIPATION WITH MINIMUM WAITING AND WATCHING

Teacher carries out a long session of simply marching around the room (when instead a story could have been used, e.g. walking through the jungle)/ 2nd scenario where teacher carries out a marching activity using the song walking through the jungle

Two sets of activities. In one, the teacher is a helicopter teacher, constantly assisting the children even when the child is able to carry out the skill. In another, the teacher sits back and continues asking a child to try harder at an activity that the child is struggling with

Children who haven’t even learnt how to kick the ball properly are expected to dribble in between cones.

Children are playing soccer in a setting with several safety glitches and teacher only realises each one after a child has been injured/ affected

Children are playing a makeshift basket-ball game. All children are of a similar height except for one child. The child says that the basket is too high but the teacher refuses to lower it.

For exaggerated purposes: Teacher uses terms that children are unfamiliar with: let’s do… “a cross cycling crunch! A burpee! A lunge!”

Class of children are queueing up to kick a ball into a goalpost. Each child keeps trying until he achieves a goal and rest of the children are left to wait in the meantime, thus becoming idle and disruptive to the lesson

A race is carried out amongst the classmates. The children who take a longer time do not receive encouragement from the teacher. Instead, the teacher reprimands children who took a long time and are asked to learn from their friends who are good at running.

Teacher and a few students to demonstrate a classroom situation where teacher is teaching an activity to a class of children which is developmentally inappropriate. Teacher continues attempting to teach the activity despite students clearly showing lack of competence

Child achieves a skill, teacher responds with “well done”. Child who struggles to achieve something is met with, “Wrong! Try again!” in both cases, the teacher does not specify what was well done or what was incorrect.

10 Guiding Principles for MSD

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10 Guiding Principles for MSDVersión en línea

por Felicia YAN (NIEC-AL)

BUILD UP MOVEMENT SKILLS PROGRESSIVELY

CHILDREN LEARN BEST DOING, AND THROUGH PLAY AND STORIES, NOT BY LISTENING AND WATCHING

FOCUS ON TEACHING THE CHILD, NOT ON TEACHING ACTIVITIES

USE SHORT, SIMPLE AND CLEAR VERBAL AND VISUAL CUES

HELP CHILDREN DEVELOP THE SPIRIT TO TRY WITHOUT FEAR OF FAILURE

PROVIDE GENUINE, APPROPRIATE, SPECIFIC AND POSITIVE FEEDBACK WITH A SMILE

AVOID OVER- OR UNDER-ASSISTANCE

ENSURE THAT CHILDREN PLAY IN A SAFE AND CONDUCIVE ENVIRONMENT

ALLOW CHILDREN TO HAVE CHOICES IN AN ACTIVITY

PLAN FOR MAXIMUM PARTICIPATION WITH MINIMUM WAITING AND WATCHING